Private Pädagogische Hochschule Wien/Krems
Mercer, Sarah Jane; Univ.-Prof. PhD
Resnik, Pia; Mag. Dr. MA
2022 – 2025
With the introduction of positive psychology (PP) to second language acquisition (SLA) (see, e.g., MacIntyre and Gregersen 2012; MacIntyre and Mercer 2014; MacIntyre, Gregersen, and Mercer 2016), exploring the role of emotions in foreign language learning and teaching holistically has moved to the centre of attention in SLA research. This Special Issue seeks to address what learners and teachers can do to maintain and strengthen their wellbeing and how positive emotions can make learners thrive and flourish, foster progress and contribute to their building of positive resources. Likewise, suggestions for institutions and policy-driven actions will be included, too. While previous research in general education demonstrated the crucial role of attending to learners’ (e.g. Seligman et al. 2009) and teachers’ wellbeing (e.g. Klusmann et al. 2008; Kinman, Wray and Strange 2011) for the quality of teaching and learning, further research into EFL and ESL settings is much needed to provide wellbeing-supportive English language teaching based on empirical evidence.